A New Pedagogy in Electrical A New Pedagogy in Electrical and Computer Engineering: and Computer Engineering:

A Conceptual ApproachA Conceptual Approach

Zeynep DilliZeynep Dilli11, Neil Goldsman, , Neil Goldsman, Janet A. Schmidt, Lee Harper and Janet A. Schmidt, Lee Harper and

Steven I. MarcusSteven I. Marcus

University of Maryland, College ParkUniversity of Maryland, College ParkDept. of Electrical and Computer EngineeringDept. of Electrical and Computer Engineering

(1) (1) dillidilli@eng.umd.@eng.umd.eduedu

Hypothesis:Hypothesis:

We can teach We can teach college-level electronicscollege-level electronics with applications to with applications to high-school high-school students students by emphasizingby emphasizing concepts. concepts.

Research ProblemResearch Problem

Can we teach elements of advanced Can we teach elements of advanced technology at an early level on a technology at an early level on a conceptual Basis?conceptual Basis?

• Developed an experimental Developed an experimental program for high-school studentsprogram for high-school students

• Covers fundamental ECE areasCovers fundamental ECE areas• Lecture and laboratory componentsLecture and laboratory components• Uses concepts and experience Uses concepts and experience

rather than mathematics and rather than mathematics and theorytheory

• Enthusiastic student response: Enthusiastic student response: Successful lab experiments, good Successful lab experiments, good exam results, survey answersexam results, survey answers

IntroductionIntroduction

• Teach college-level electronics with the following Teach college-level electronics with the following features in mind:features in mind:– Enjoyable experiential introduction to ECEEnjoyable experiential introduction to ECE– Teach within context of a specific project or applicationTeach within context of a specific project or application– Hands-on laboratory experienceHands-on laboratory experience– Conceptual background for later analytical studyConceptual background for later analytical study

• ProvidingProviding– Early exposure to ECE material Early exposure to ECE material – Relevance and contribution of ECE to daily lifeRelevance and contribution of ECE to daily life– Assistance for an informed career choiceAssistance for an informed career choice

• Evaluate the conceptual vs. mathematical approachEvaluate the conceptual vs. mathematical approach

Program GoalsProgram Goals

• Distillation of sophomore & junior level college Distillation of sophomore & junior level college coursescourses

• Topics introduced:Topics introduced:– Overview of ECEOverview of ECE– Basic electronics & signal conceptsBasic electronics & signal concepts– PN-junction diodes, operational amplifiers, filtering, PN-junction diodes, operational amplifiers, filtering,

bipolar junction transistorsbipolar junction transistors– Basic hi-fi amplifier design, implementation and Basic hi-fi amplifier design, implementation and

fabricationfabrication– Digital logic & digital circuits, computer technologyDigital logic & digital circuits, computer technology– Opto-electronicsOpto-electronics

• Kolb Learning Styles represented: Convergers Kolb Learning Styles represented: Convergers and Assimilatorsand Assimilators

Syllabus DesignSyllabus Design

• Immediate links to the real world for every Immediate links to the real world for every syllabus pointsyllabus point– Electric field concept Electric field concept cathode ray tubes cathode ray tubes– Frequency/amplitude of signals Frequency/amplitude of signals pitch and loudness pitch and loudness

of musical notesof musical notes– Rectification Rectification AC-DC conversion, power supplies AC-DC conversion, power supplies– Operational amplifiers Operational amplifiers summing, subtracting, summing, subtracting,

differentiating amplifiersdifferentiating amplifiers– Filtering Filtering Stereo equalizers Stereo equalizers– Hi-fi audio amplifier: Students fabricated their ownHi-fi audio amplifier: Students fabricated their own– Digital logic design Digital logic design Vending machine algorithm Vending machine algorithm– Photonics Photonics Arcade game LaserAim Arcade game LaserAim

• Getting students to identify the fruits of Getting students to identify the fruits of technology in daily life; contributing to self-technology in daily life; contributing to self-motivationmotivation

Syllabus Features---Syllabus Features---Practical LinksPractical Links

• Every subject had accompanying Every subject had accompanying experimentsexperiments

• Designed for immediate sensory Designed for immediate sensory feedbackfeedback– LEDs as current or level indicatorsLEDs as current or level indicators– LEDs as 1/0 indicatorsLEDs as 1/0 indicators– Computer interface keeping score for the Computer interface keeping score for the

arcade gamearcade game

• Physical reinforcement to the more Physical reinforcement to the more abstract concepts abstract concepts

Syllabus Features---Syllabus Features---Experiment RewardsExperiment Rewards

Experiment Design Experiment Design ExampleExample

Summing amplifier experiment

BJT basics experiment; bottom: circuit, right: lab sheet

• Morning lecture, afternoon lab, five Morning lecture, afternoon lab, five days a weekdays a week

• Standard lab setup, working in pairs Standard lab setup, working in pairs except for individual hi-fi amp fabexcept for individual hi-fi amp fab

• Empty lab templates provided to Empty lab templates provided to indicate what should be observedindicate what should be observed

• Co-curricular modules: Biotechnology Co-curricular modules: Biotechnology and artificial intelligence discussions; and artificial intelligence discussions; laser sensor lab tourlaser sensor lab tour

ImplementationImplementation

• Focus groups, exam, student comments, surveyFocus groups, exam, student comments, survey• Exam results: six students got Exam results: six students got 90%90% or higher or higher• Example questions:Example questions:

Program OutcomesProgram Outcomes

(Sophomore level)

(Junior level)

• Focus groups & end-of-semester surveys Focus groups & end-of-semester surveys identify benefits for students and identify benefits for students and educatorseducators

• Student gains:Student gains:– Ability of identifying ECE in daily lifeAbility of identifying ECE in daily life– Hands-on experience: lab equipment and Hands-on experience: lab equipment and

procedure, debugging experienceprocedure, debugging experience– ““It works!”It works!”– High-average in mid-program exam; working, High-average in mid-program exam; working,

practical, packaged audio amplifierspractical, packaged audio amplifiers– Informed career decisionInformed career decision

Program OutcomesProgram Outcomes

• Educator gains:Educator gains:– Early exposure to ECE materialEarly exposure to ECE material– Early experience of lab work and problemsEarly experience of lab work and problems– Students appreciate:Students appreciate:

• conceptual focusconceptual focus• immediate feedback in experimentsimmediate feedback in experiments

– Kolb Learning Styles: Convergers and Kolb Learning Styles: Convergers and Assimilators benefited likewiseAssimilators benefited likewise

– Appeal to self-motivation effectiveAppeal to self-motivation effective

Program OutcomesProgram Outcomes

Some ScenesSome Scenes

Hi-fi audio amp

Some ScenesSome Scenes

LaserAim game Targets

Target indicators

Hit indicators

Some ScenesSome Scenes

Some ScenesSome Scenes

• Basic appreciation of technology for Basic appreciation of technology for every student; early exposureevery student; early exposure

• Practical rather than mathematical Practical rather than mathematical approachapproach

• Living/learning program, 5 weeksLiving/learning program, 5 weeks• 12 students; 2 females; 1 starting junior 12 students; 2 females; 1 starting junior

year, 11 starting senior yearyear, 11 starting senior year• Under Maryland Governor’s Institute of Under Maryland Governor’s Institute of

TechnologyTechnology

Program IntroProgram Intro